Unit 8 3rd grade cs 2012 2013

Isaac School District, No. 5
Mathematics Curriculum Guide: Third Grade

Unit 8
How Many Hundreds? How Many Miles?
Addition, Subtraction, and the Number System 3 Total Sessions: 19
Big Ideas: Essential Questions:
Students will understand that:
 How can two or more numbers be related?
 Numbers can be represented in many ways and are used to
solve everyday problems using a variety of methods.  How do patterns help you think mathematically?

 There are relationships between numbers.  Why is it important to learn place value? How can numbers be
represented?
 The location of a digit determines its place value.
 What is the difference between comparing and ordering whole
numbers?
Unit Vocabulary: positive, negative, expressions, equation, equivalent, estimate, addend, sum, difference, landmark,

Domain: Operations and Algebraic Thinking (OA)

AZ Math Standards Mathematical Practices
Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Students are expected to:
3.OA.8. Solve two-step word problems using the four operations. Represent these 3.MP.1. Make sense of problems and persevere in solving them.
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies 3.MP.2. Reason abstractly and quantitatively.
including rounding. (This standard is limited to problems posed with whole numbers
and having whole-number answers; students should know how to perform operations 3.MP.4. Model with mathematics.
in the conventional order when there are no parentheses to specify a particular order
(Order of Operations). 3.MP.5. Use appropriate tools strategically.

Connections: 3.OA.4; 3.OA.5; 3.OA.6; 3.OA.7; 3.RI.7

Third Grade Underline =Tier 2 words
Investigation Unit 8
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Explanations and Examples
Students should be exposed to multiple problem-solving strategies (using any combination of words, numbers, diagrams, physical objects or symbols) and be able to choose
which ones to use.

Examples:
 Jerry earned 231 points at school last week. This week he earned 79 points. If he uses 60 points to earn free time on a computer, how many points will he have
left?

A student may use the number line above to describe his/her thinking, “231 + 9 = 240 so now I need to add 70 more. 240, 250 (10 more), 260 (20 more), 270, 280,
290, 300, 310 (70 more). Now I need to count back 60. 310, 300 (back 10), 290 (back 20), 280, 270, 260, 250 (back 60).”
A student writes the equation, 231 + 79 – 60 = m and uses rounding (230 + 80 – 60) to estimate.

A student writes the equation, 231 + 79 – 60 = m and calculates 79-60 = 19 and then calculates 231 + 19 = m.

 The soccer club is going on a trip to the water park. The cost of attending the trip is $63. Included in that price is $13 for lunch and the cost of 2 wristbands, one
for the morning and one for the afternoon. Write an equation representing the cost of the field trip and determine the price of one wristband.

w w 13
63
The above diagram helps the student write the equation, w + w + 13 = 63. Using the diagram, a student might think, “I know that the two
wristbands cost $50 ($63-$13) so one wristband costs $25.” To check for reasonableness, a student might use front end estimation and
say 60-10 = 50 and 50 ÷ 2 = 25.

Continued on next page

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When students solve word problems, they use various estimation skills which include identifying when estimation is appropriate, determining the
level of accuracy needed, selecting the appropriate method of estimation, and verifying solutions or determining the reasonableness of solutions.

Estimation strategies include, but are not limited to:
 using benchmark numbers that are easy to compute
 front-end estimation with adjusting (using the highest place value and estimating from the front end making adjustments to the
estimate by taking into account the remaining amounts)
rounding and adjusting (students round down or round up and then adjust their estimate depending on how much the rounding changed the
original values)

3.OA.9. Identify arithmetic patterns (including patterns in the addition table or 3.MP.1. Make sense of problems and persevere in solving them.
multiplication table), and explain them using properties of operations. For example,
observe that 4 times a number is always even, and explain why 4 times a number can 3.MP.2. Reason abstractly and quantitatively.
be decomposed into two equal addends.
*Extensions Necessary: Commutative property/ Inverse 3.MP.3. Construct viable arguments and critique the reasoning of others.
Connections: 3.SL.1; ET03-S1.C3.01
3.MP.6. Attend to precision.

3.MP.7. Look for and make use of structure.
Students need ample opportunities to observe and identify important numerical patterns related to operations. They should build on their previous experiences with properties
related to addition and subtraction. Students investigate addition and multiplication tables in search of patterns and explain why these patterns make sense mathematically. For
example:
 Any sum of two even numbers is even.
 Any sum of two odd numbers is even.
 Any sum of an even number and an odd number is odd.
 The multiples of 4, 6, 8, and 10 are all even because they can all be decomposed into two equal groups.

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 The doubles (2 addends the same) in an addition table fall on a diagonal while the doubles (multiples of 2) in a multiplication table fall on horizontal and vertical
lines.
 The multiples of any number fall on a horizontal and a vertical line due to the commutative property.
 All the multiples of 5 end in a 0 or 5 while all the multiples of 10 end with 0. Every other multiple of 5 is a multiple of 10.
Students also investigate a hundreds chart in search of addition and subtraction patterns. They record and organize all the different possible sums of a number and explain why
the pattern makes sense.

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Domain: Number and Operations in Base Ten (NBT)

AZ Math Standards Mathematical Practices
Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic.
(A range of algorithms may be used.)
3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 3.MP.5. Use appropriate tools strategically.
100.
(Session: 2.2) 3.MP.7. Look for and make use of structure.
Connections: 3.OA.5; 3.SL.1; ET03-S1C4.01
3.MP.8. Look for and express regularity in repeated reasoning.

Students learn when and why to round numbers. They identify possible answers and halfway points. Then they narrow where the given number falls between the possible
answers and halfway points. They also understand that by convention if a number is exactly at the halfway point of the two possible answers, the number is rounded up.

Example: Round 178 to the nearest 10.

Step 1: The answer is either 170 or
180.

Step 2: The halfway point is 175.

Step 3: 178 is between 175 and 180.

Step 4: Therefore, the rounded
number is 180.

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3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based 3.MP.2. Reason abstractly and quantitatively.
on place value, properties of operations, and/or the relationship between addition and
subtraction. 3.MP.7. Look for and make use of structure.
(Session: 2.3)
*Extensions Necessary 3.MP.8. Look for and express regularity in repeated reasoning.
Connections: ET03-S1C1-01
Problems should include both vertical and horizontal forms, including opportunities for students to apply the commutative and associative properties. Adding and subtracting
fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently. Students
explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable. An interactive whiteboard or document camera may be
used to show and share student thinking.

Example:
 Mary read 573 pages during her summer reading challenge. She was only required to read 399 pages. How many extra pages did Mary read beyond the challenge
requirements?

Students may use several approaches to solve the problem including the traditional algorithm. Examples of other methods students may use are listed below:
 399 + 1 = 400, 400 + 100 = 500, 500 + 73 = 573, therefore 1+ 100 + 73 = 174 pages (Adding up strategy)
 400 + 100 is 500; 500 + 73 is 573; 100 + 73 is 173 plus 1 (for 399, to 400) is 174 (Compensating strategy)
 Take away 73 from 573 to get to 500, take away 100 to get to 400, and take away 1 to get to 399. Then 73 +100 + 1 = 174 (Subtracting to count down strategy)
 399 + 1 is 400, 500 (that’s 100 more). 510, 520, 530, 540, 550, 560, 570, (that’s 70 more), 571, 572, 573 (that’s 3 more) so the total is
1 + 100 + 70 + 3 = 174 (Adding by tens or hundreds strategy)

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Unit 8 3rd grade cs 2012 2013

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Unit 8 3rd grade cs 2012 2013